Images above => individual software; gray/purple hexes => collections
I've been an instructor at the University of Arizona, Tucson teaching Introductory Biology. I've designed labs, interactive software, lectures and discussion modules. This is where I share them; much of the software is rigged for storing student work and automated or assisted grading. I'm working to share that functionality as well. I'm currently looking for positions, hoping for a teaching or teaching + undergraduate research position at a small liberal arts college or similar. My c.v. is here
A teaching career in Introductory Biology as well as upper division coursework. My views and 'wisdom' from thinking and teaching for 2 decades. Software tools and lecture components I have used in classrooms. I have dreams of turning these things into an organized, packaged curriculum, but then, I once planned to be a millionaire and that didn't pan out. For now, stuff is simply here; use it as you would. FYI, UA has signed off on my doing whatever I want with it; no copyright issues!
Completed postings have 'directory' pages (example: hemoglobin); 'Teaser Trailers' are available for some software exercises (more on the way!). They'll be accompanied by a website or software download/launch, as well as .pdf/Word files of worksheets and instructions. Software is gaining video how-tos. Instructor-only resources (teaching strategies, solutions...) require Instructor log in (or contact me using the 'Me' link @ top).
The resources here take the form of software explorations that use Shockwave, JMOL/jsmol, and downloadable executables (generated by LiveCode). I'm hoping to release an integrated launcher ('Software Control Center') later this week (1-11-2015) that will update and launch... almost everything! Other stuff: Shockwave requires the free plug-in from Adobe; Java can be downloaded and used based on these instructions.
No one ever learned anything by first accumulating random facts 'to be used in 2-3 years.' Few things are most easily grasped when presented as superficial glosses.
An eBook/eModules proposal I wrote
A foundation must be in place before the rest of the building can rise above it; you can't build on sand. 'Science is built up with facts, as a house is with stones. But a collection of facts is no more a science than a heap of stones is a house.'
--Jules Henri Poincaré
Click image above for more
Not hearing about. And not reading about. These are valuable activities, but they're not the essence of science. Thinking and engaging are. I think clickers and verbal problems/questions have their place, but to the extent possible, both learning and assessment must involve tasks... thus the software simulations and explorations here.
There are terms in biology, and they matter. But there are too many, and they aren't what matters most. We need exciting, dynamic explorations of the universe--not just vocabulary. And we need ways to help the students 'own' the vocabulary we use.